Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif
Background: Student peformance assessment during problem-based learning (PBL) discussion is still debatable. One of the assessments that applies adult learning principle is self-assessment (SA). In fact, many medical schools prefer to use tutor assessment than SA because it is considered less accur...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Asosiasi Institusi Pendidikan Kedokteran Indonesia
2015-11-01
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| Series: | Jurnal Pendidikan Kedokteran Indonesia |
| Subjects: | |
| Online Access: | https://jurnal.ugm.ac.id/jpki/article/view/25284 |
| _version_ | 1828104232764440576 |
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| author | Rose Feri Marcellus Simadibrata Anwar Jusuf |
| author_facet | Rose Feri Marcellus Simadibrata Anwar Jusuf |
| author_sort | Rose Feri |
| collection | DOAJ |
| description | Background: Student peformance assessment during problem-based learning (PBL) discussion is still debatable. One of the assessments that applies adult learning principle is self-assessment (SA). In fact, many medical schools prefer to use tutor assessment than SA because it is considered less accurate. Many studies have reported that the accuracy of SA is poor because of their own lack of knowledge and SA skills. This literature review aims to explore deeper in SA and its basic principles in designing SA instrument for PBL discussion in medical school.
Method: This study was conducted using narrative review method. Ten articles were reviewed. Five articles were chosen from google search engine and the other five from medical education textbooks.
Results: SA is the ability of a student to observe, analyze and assess his own performance based on the criteria and he determines a way to fix it. SA skills that have been practiced during PBL discussions will equip the students to become future health professionals who are competent in determining their own continuous professional development (CPD) programs. When designing a SA instrument, one needs to explore these five main issues, including acceptance, accuracy, power, feasibility and context.
Conclusion: SA is the most effective assessment to assess a student’s achievement in PBL discussion if implemented properly. The completion of SA should be made in the normal context and one must explore the five main issues constantly so that SA can be done properly and well. |
| first_indexed | 2024-04-11T09:43:30Z |
| format | Article |
| id | doaj.art-c54f7b14c7c0421c8ff381c3b951b6d8 |
| institution | Directory Open Access Journal |
| issn | 2252-5084 2654-5810 |
| language | English |
| last_indexed | 2024-04-11T09:43:30Z |
| publishDate | 2015-11-01 |
| publisher | Asosiasi Institusi Pendidikan Kedokteran Indonesia |
| record_format | Article |
| series | Jurnal Pendidikan Kedokteran Indonesia |
| spelling | doaj.art-c54f7b14c7c0421c8ff381c3b951b6d82022-12-22T04:31:09ZengAsosiasi Institusi Pendidikan Kedokteran IndonesiaJurnal Pendidikan Kedokteran Indonesia2252-50842654-58102015-11-014312212810.22146/jpki.2528416691Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian NaratifRose Feri0Marcellus Simadibrata1Anwar Jusuf2Fakultas Kedokteran Universitas Pelita HarapanFakultas Kedokteran Universitas IndonesiaFakultas Kedokteran Universitas IndonesiaBackground: Student peformance assessment during problem-based learning (PBL) discussion is still debatable. One of the assessments that applies adult learning principle is self-assessment (SA). In fact, many medical schools prefer to use tutor assessment than SA because it is considered less accurate. Many studies have reported that the accuracy of SA is poor because of their own lack of knowledge and SA skills. This literature review aims to explore deeper in SA and its basic principles in designing SA instrument for PBL discussion in medical school. Method: This study was conducted using narrative review method. Ten articles were reviewed. Five articles were chosen from google search engine and the other five from medical education textbooks. Results: SA is the ability of a student to observe, analyze and assess his own performance based on the criteria and he determines a way to fix it. SA skills that have been practiced during PBL discussions will equip the students to become future health professionals who are competent in determining their own continuous professional development (CPD) programs. When designing a SA instrument, one needs to explore these five main issues, including acceptance, accuracy, power, feasibility and context. Conclusion: SA is the most effective assessment to assess a student’s achievement in PBL discussion if implemented properly. The completion of SA should be made in the normal context and one must explore the five main issues constantly so that SA can be done properly and well.https://jurnal.ugm.ac.id/jpki/article/view/25284self-assessment, problem-based learning, continuous professional development, self-assessment instrument |
| spellingShingle | Rose Feri Marcellus Simadibrata Anwar Jusuf Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif Jurnal Pendidikan Kedokteran Indonesia self-assessment, problem-based learning, continuous professional development, self-assessment instrument |
| title | Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif |
| title_full | Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif |
| title_fullStr | Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif |
| title_full_unstemmed | Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif |
| title_short | Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif |
| title_sort | self assessment dalam kegiatan diskusi problem based learning fakultas kedokteran kajian naratif |
| topic | self-assessment, problem-based learning, continuous professional development, self-assessment instrument |
| url | https://jurnal.ugm.ac.id/jpki/article/view/25284 |
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